Implications of the Transition From Face-to-Face to Online Learning on Student Teachers in Training: A Case Study of the University of Limpopo

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Author(s): Macayla Kisten (University of Limpopo, South Africa), Tebogo Malahlela (University of Limpopo, South Africa), Sibonangaye Nkalanga (University of Limpopo, South Africa)and Rendani B. Munyai (University of Limpopo, South Africa)
Copyright: 2023
Pages: 27
Source title: Practices and Perspectives of Teaching and Teacher Education in Africa
Source Author(s)/Editor(s): Gideon Boadu (RMIT University, Melbourne, Australia), George Odhiambo (United Arab Emirates University, Al Ain, UAE)and Pegah Marandi (Excelsia College, Australia)
DOI: 10.4018/978-1-6684-7722-9.ch003

Keywords: Education / Information Science Reference / Teacher Education

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Abstract

Since the beginning of higher education, from the period of colonization to decolonization, almost all South African universities have been dependent on face-to-face learning. However, due to the outbreak of COVID-19 in March 2020, a transition from face-to-face learning to online learning was implemented. Student teachers at the University of Limpopo had to adopt a new approach to learning. This involved using an online platform for the delivery of lectures and assessments. This posed serious challenges for student teachers living in a rural area due to the lack of telecommunication infrastructure and devices. Student teachers are predominantly from rural areas which pose a lacuna in research. The results achieved by the students were average since students made an alternative to study and even resorted to using their cellphones. The University of Limpopo adopted a few approaches to help students learn online by providing them with laptops and sim cards with data which can help to connect to the internet. The Blackboard platform was used to conduct lessons and assessments online.

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